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Summer 2014

Pearson Edexcel GCE

Chemistry Unit 6PH01 Paper 01R
Physics on the Go

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Summer 2014
Publications Code US039708
All the material in this publication is copyright
Pearson Education Ltd 2014

General
This is the second and final sitting of the 6PH01 01R paper. The mean mark
was 39.9; this was 8 marks less than the mean on same paper last year but
similar to the mean marks on the home 6PH01 paper this summer and
6PH02/01R. The range of marks was greater but the standard of responses
seen was weaker in general, explaining the lower mean.
Overall, the quality of English seemed weaker than for last years cohort,
which drastically reduced the number of marks awarded for the longer,
explanation style of questions.
11ai: Most candidates could recognise that the area between the graph and
the axis represented energy, the stronger candidates describing fully that
this was the work done on the car whist braking with weaker candidates
just stating energy, both responses scoring the mark.
11aii: Many candidates managed to identify that the car was travelling with
a constant velocity. Some did state constant or uniform motion but as this
could include being stationary it was not specific enough to score the mark.
As expected, a significant proportion of candidates, including some of A
grade ability, that failed to score for this item, stated that the car was
stationary. These students had missed the continuation of the line and
demonstrated a poor understanding of Newtons first law i.e., although the
resultant force was zero, the object would continue to move at a constant
velocity and not stop. This was seen again in question 14b where some
candidates believed that the resultant force on the flicked coin was zero so
it stopped rather than a resultant force causing a deceleration to bring it to
rest.
The response below would have scored 1 for part (a)(i) and 0 for part
(a)(ii). Uniform motion was considered to be too vague to score the mark.

11b: Most candidates could successfully define a vector quantity with the
majority of lost marks due to candidates just repeating one of the given
vector quantities from the stem of the question.
12: Most candidates that scored any marks managed to identify that Graph
A contained a straight line and Graph B was not straight. Few candidates
managed to explain the application to the graph of the directly proportional
relationship between force and extension by including a reference to the line
passing through the origin.
The question asked for the candidates to use the graph to explain the
validity of the given statements, therefore they needed to describe the
evidence from the graph i.e., straight line rather than re-state Hookes law
and describe that the force is proportional to extension, etc. Candidates
have been asked in the past to define Hookes law or describe the
characteristics required for a material to obey Hookes law and every time
the reference to the origin is usually omitted.
This response scored marking points 1 and 3 but made no reference to
where the line should cross the axis. At the beginning is not a correct
alternative to through the origin as the line could cross either axis anywhere
and that would effectively be at the beginning and a non-zero value. Some
candidates referred to the origin al the original point which was not
sufficient to score the mark.

The response below scored all 3 marks.

13ai: This question was answered well with most candidates quoting the
general relationship between viscosity and temperature. Few candidates
managed to apply this to the question and identify that there were two
viscosities as there were two temperatures of chocolate.
The following response scored both marks.

13aii: This question was answered very well with 82 % of candidates

correctly marking a position above 101 Pa s.
13b: Answers were quoted correctly with virtually no truncation or rounding
errors. The viscosity was mostly read correctly from the chart with
candidates not challenged by the logarithmic nature of the scale. A few
candidates did not realise that the viscosity could be read from the chart on
the previous page, leaving the viscosity as in their substitution into F =
6rv and, therefore, not being able to proceed with the calculation. Others
struggled to manipulate the formula successfully. Some powers of 10 errors
were seen but most significantly MP3 was not awarded due to a missing
unit.

13c: Most candidates identified that the temperature should be increased.

Many could link this to an increased velocity although not all explained why
the velocity would increase, omitting references to the viscosity and hence
the drag. There was often a fine line between repeating the information
given in the question and using the information given to add to their
explanation.
The response below scored all 3 marks.

14a: Unless the question specifically states that a law should be quoted,
candidates when applying a law to the context of a question should answer
in terms of the given context. Therefore just quoting the Newtons first law
without any reference to the dominoes would not score any marks, nor
would quoting the laws then just adding half a sentence stating that the
dominoes fall. A misunderstanding seen across this question from some
candidates, as well as in question 11, was that the forces were in
equilibrium so the dominoes fell with a constant velocity. The strongest
candidates automatically associated the resultant force of a domino to it
accelerating, hence two marks awarded without any further explanation
required.
Many responses just described the dominoes falling and dominoes hitting
one another, but no mention of forces and of a change of motion from
stationary to falling i.e. in the context of the law. Some references to an
external rather than a resultant force were seen and were insufficient for
scoring a mark.

14b: This had the potential to be a challenging question due to the context
and the required amount of detail. However, most responses seen
demonstrated an understanding of the context and the physics involved.
Unfortunately, the candidates did not always express their answers with
sufficient detail to score the number of marks that reflected their
understanding of the subject. Language was often an issue where a
candidates use of English caused the explanation to be ambiguous so the
mark could not be awarded. The use of the term kick rather than force was
common and candidates should be encouraged to use language appropriate
to the physics being examined in the question. In this case it would be
(resultant) force and acceleration.
As seen in part (a) too many candidates assumed that the reaction force of
the stack on the flicked coin caused the resultant force on the flicked coin to
be 0, so it stopped with no consideration of a deceleration and the force
that would provide it. Quite a few responses went into detail about the
initial force on the flicked coin, some assuming that the force was still
applied as it collided with the stack, perhaps explaining why some
candidates assume that the resultant force would then be 0.
This item required three observations to be described and some responses
seen went to go into far too much detail about one or two of them at the
consequence of the other observations. As there were 6 marks available for
all of 14 (b) it would be reasonable for a candidate to assign two marks to
each observation and pace themselves when describing all events.
The fifth marking point was very rare with most candidates justifying the
dropping of the stack of coins due to their weight. Good candidates included
the detail of the removal of the reaction force between the bench and the
coins, implying that the weight would be the only force or stating that there
would be a vertical resultant force on the stack. Few considered that there
was no horizontal force applied to these cons hence just a movement in a
vertical direction.

The following response scored 4 marks (MP 1,2,3and 6): The green oval
identifies the common misunderstanding that once the bottom coin exerts a
force on the flicked coin(MP3) the flicked coin has no resultant force, no
acceleration and stays stationary. Hence this candidate did not score MP4 as
they did not fully understand the consequence of this applied force.

14c: Many responses referred to N3 and opposite direction. The few that
realised that the direction was not head on and so the reaction force would
not be directly opposite often lost out as they were just talking about
direction of motion and not the direction of the force.

The response below explained that the change in direction was due to N3
and scored 0 marks.

The response below scored both marks.

15ai: Most candidates could successfully use v = s/t to calculate the

average velocity from the start in column B whilst some did not realise that
they just had to calculate the distance travelled during the previous second
for the answer required in column A. Therefore the most common score was
2, mainly for correct answers in in column B.

15aii: 76 % of candidates scored the mark on this item, identifying that A

was more accurate with an explanation that included the idea that the
speed was measured over a smaller time interval. Just one mark was
available, so no further detail was required other than a comparison of the
times or a statement that the battery is accelerating. Many candidates did
not give a reason or just repeated the question and explained that A was
more accurate without qualifying as to why it would be more accurate.
The following response scored the mark.

15b: The most common correct source of error was a reference to reaction
time. However, the most common suggested change was to use light gates.
This demonstrated a lack of understanding of how light gates are used as
they can only time across a fixed distance and cannot be used as a
continuous timer. In the context of the question, a continuous timing
method was required which many candidates did not consider, choosing
instead to give a standard response from experiments examined in the past.
Some candidates did correctly suggest an alternative method although few
could go on to give the additional detail such as including the measuring
tape in the image for the video camera. Human error and human reaction
were also seen and, without a reference to time are not equivalent to
reaction time.
The following response score one mark for identifying the reaction time as a
source of error but failed to score any further marks as light gates are not a
suitable piece of equipment for measuring a continuous time.

16ai: Weight was correctly identified and labelled by most candidates.

Those who included a force in the correct direction for tension often lost the
mark due to an incorrect label. As F could stand for friction or force it is
not accepted as a label for a force unless defined. The question referred to
the instant the surfer starts to move therefore frictional forces were not
required. However, if included the direction was not usually opposing the
direction of movement. This would have only been penalised if the
candidate had already correctly drawn and labelled both weight and tension
and was very rare however, it did leave to question how much some of the
candidates understood the context of the surfer and kite and the forces
involved.

Both marks awarded

1 mark awarded for weight

16aii: This response was answered well with a good use of trigonometry.
Virtually all responses seen were quoted to at least 2 significant figures as
required by a show that style question.
16aiii: Most candidates identified that the vertical component of tension
could be found using 1100sin40, calculating the correct value of 707 N.
Many then went on to use W = mg either with the given value of 72 kg or to
find 72 kg using the vertical component of weight to score 2 marks. Most
candidates then went on to describe that if the weight was less than 72 kg
then the surfer would fly up in the air.
The question specifically refers to the forces acting on the surfer and given
that upthrust was included intentionally in the initial free-body diagram it
should have been mentioned by all candidates. Therefore, two marks were
generously awarded for use of two given equations clearly without the
requirement of the understanding of the balanced forces involved in this
context.
Those candidates who could write an equation for the vertical forces acting
on the surfer often failed to explain the consequence of the mass being
greater or less than 72 kg and usually gave no further explanation. The
starting point for good candidates was a word equation such as:

Which would then lead to a discussion to include the two calculations

explaining that the upthrust would be greater than 0 if the mass is greater
than 72 kg.

The response below scored two marks for the calculation but there was no
mention of upthrust so no correct attempt at explaining why the mass
should be greater than 72 kg.

16c: Most responses identified that C was the correct position. Many could
explain the link between the smaller angle and the magnitude of the
horizontal force correctly. Few included the trigonometry that would have
explained the relationship between the horizontal force and the angle to
horizontal i.e. state T horizontal = T cos. Candidates found it more challenging
to then make a successful link to the increase in power given to the surfer,
most just opting for greater force so greater power omitting a reference to
work done or time.
The response below scored two marks for identifying position C and then a
good explanation of the third marking point describing the relationship
between the smaller angle and a greater force.

Some responses heading in the right direction were sometime let down by
the lack of precision when referring to forces. As the tension had both a
vertical and a horizontal component just mentioning tension or force was
not explaining which force or which direction they were referring to, often
required by the second and third marking points.
The most common incorrect position was B where candidtes assumed that it
as at 45 and assumed that this would travel the maximum horizontal
distance and hence have the greaterst power.

17: Was answered very well with the majority of candidates able to carry
out the straight forward, one step calculations involved.
17ai: Some good diagrams seen with clear parabolic paths with increasing
gradients. Some responses did contain a large proportion of the path at a
constant height which did not score the mark.
17aii-iii: Mostly answered well but some candidates failed to make the
initial velocity 0 using the horizontal speed of 75 instead. However, most of
these candidates on realising that they did not have a value near to the
show that value then went on to use the given time of 4 s to calculate the
distance in part (iii).
The following response scored 2, 2.

17b: Most candidates could calculate the correct magnitudes of the kinetic
energy and gravitational potential energy. The question required the
candidates to show that the energies were equivalent to the ones given in
kJ ie.6 kJ and 28 kJ; therefore some candidates did not score the second
mark within each item if the energy was either not in kJ to the correct
number of significant figures or in joules without a unit.

The response below scored 2,2.

The response below scored 1, 1, 0 as the energy was not quoted to at least
2 s.f. in kJ and the calculated value in joules did not have a unit.

17biii seemed to catch some candidates out as they assumed that a

difference between the energies was required, not realising that the parcel
was moving horizontally before the drop and therefore had an initial kinetic
energy. Many subtracted rather than added the two energies as can be seen
in the example above.
17biv A reference to air resistance alone was insufficient. The question
specifically referred to the kinetic energy of the package so an answer in
terms of energy was required. The following response scored the mark.

17c: Most candidates on a practical level could attempt an explanation as to

why the parachute caused less damage.g. less impact, without a reference
to force or velocity. The answer required an answer in terms of the physics
invloved i.e. in terms of force, acceleration or velocity. However, as the
parcel was accelerating during its motion, candidates often failed to specify
as to whether the velocity being discussed was the terminal velocity or the
velocity on impact.
The response below scored one mark.

18a: Many candidates misunderstood the question and defined all three
properties listed rather than select the correct one and define it, often
scoring just one or two marks for the definition of ductile. The definition of
plastic deformation required a reference to large which was omitted by
some candidates and did not allow them to score the second marking point
whilst others omitted the nature of the applied force and no mention to
tension was made.
18bi: This item was answered successfully by many with the context and
physics of the question understood and applied well. A large number of
responses included a correct calculation of the upthrust with a compaison of
the upthrust to the weight of each material to form an appropriate
conclusion. Although a less popular method to use, candidates that
calculated the desnity of each material often went on to successfully
compare them to the density of the salt water and again, make an
appropriate conclusion. Most incorrect approaches involved calulating the
stress or pressure acting on the wire which usually contained no credible
physics and scored 0.
The reposnse below scored all 4 marks.

18bii: Candidates are not required to know E = Fl/Ax so questions that

require a use of the Young modulus, stress and strain are found challenging
for many. The confusion usually occurs in the rearangementof the equation
of E = / once the quantities have been substituted into. Candidates that
remenbered E = Fl/Ax were far more successful as the algebraic
maniplaution was more straight forward and often obtained the correct
answer. This question also caused some candidates confusion as many
assumed that the prefix of giga was equivalent to 106 and not 109.
Therefore, many answers only scored two marks because the order of the
final answer was incorrect or had a missing unit.

The response below scored two marks. One mark for use of stress =
force/area on the left and then a second mark for a correct substitution into
E = /. However, the candidate did not manage to successfully rearrange
the equaton and has an incorrect final answer.

18ci: Most responses seen included the correct force extension graph for
loading, including some plastic deformation. Quite a few drew in an
unloading graph but few included a permanent extension and just 10 %
drew the unloading line as parallel to the loading line.

18cii:The concept of pre-loading the wire was grasped by many candidates

and some good responses were seen describing less extension or a smaller
force required. Just one candidate managed to describe the idea that the
line would be more sensistive but overall this item saw some good
responses with a better level of English seen than in other parts of the
paper.

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